| A | B | C | D | E | F | G | H | I | ||
|---|---|---|---|---|---|---|---|---|---|---|
1 | NZ Curriculum Reading Progressions | |||||||||
2 | Early Level 1 | Level 1 | Early Level 2 | Level 2 | Early Level 3 | Level 3 | Early Level 4 | Level 4 | ||
3 | After 1 Year | After 2 Years | After 3 Years | End of Year 4 | End of Year 5 | End of Year 6 | End of Year 7 | End of Year 8 | ||
4 | Reading age 6-6.5yrs | Reading age 7-7.5yrs | Reading age 8-8.5yrs | Reading age 8.5-9.5yrs | Reading age 10-11yrs | Reading age 11-12yrs | Reading age 12-13yrs | Reading age 13-14yrs | ||
5 | Green (Lvl 14) | End of Turquoise (Lvl 18) | End of Gold (Lvl 22) | End of Emerald (Lvl 26) | End of Ruby (Lvl 28) | End of Sapphire (Lvl 30) | ||||
6 | The text and tasks of the curriculum are similar in Early Level 3 & Level 3. By the end of year 6, students are required to read longer texts more quickly and to select appropriate strategies for different reading purposes more effectively than students in year 5. There is no distinct differnce in progression aspects provided however students acheiving at level 3 will be able to do the below aspects with more consistant confidence than those at early level 3. | The text and tasks demands of the curriculum are similar in Early Level 4 & Level 4. By the end of year 8, students need to be confidently and deliberately choosing the most appropiate strategies to suit their purposes for reading in different areas. There is no distinct differnce in progression aspects provided however students acheiving at level 4 will be able to do the below aspects with more consistant confidence than those at early level 4. | ||||||||
7 | Purpose | Understand that we read to get meaning. | Understand that texts have purposes and are written for audiences; | Have a strong sense of what I like to read as well as what I am able to read, and I know where to locate such materials; | Use appropriate skills and technologies to locate and use a range of texts for specific purposes; | |||||
8 | Fluency | Confidently approach challenges in my reading and persevere when I am having difficulties, because I know how to problem-solve; | Take appropriate action when I lose meaning, both at the sentence level and across larger sections of the text, without affecting the pace of my reading; | Monitor my reading, drawing on a variety of strategies (at the sentence, paragraph, and whole-text level) when my comprehension breaks down; | Select from a variety of strategies to monitor my reading and to use when meaning breaks down (e.g., cross-checking, rereading, using what I know about words and sentence structure, and looking for clues to confirrm my predictions and inferences); | Monitor my reading for accuracy and sense, demonstrating that I have the confidence to adjust my reading (e.g., by varying the speed of reading, by rereading, and by attending to the most important information) when I encounter difficulties; | ||||
9 | Monitor my own reading and self-correct where necessary, using strategies such as rerunning text or checking further sources of information; | |||||||||
10 | Comprehension | Use a variety of comprehension strategies to interpret and respond to a range of texts. | Use comprehension strategies to: – locate and interpret ideas and information that are directly stated or explicit in the text or illustrations – respond to ideas, plots, and characters – think critically about aspects such as the theme or ideas; | Integrate and use a variety of comprehension strategies, including: – making connections between ideas in the text and my prior knowledge in order to make simple inferences – identifying and keeping track of ideas and information across longer sections of text and looking for connections between ideas and information – evaluating information and ideas within a text in terms of my purpose for reading – identifying a writer’s purpose for writing and explaining how I identified it, using evidence from the text. | Meet my purposes for reading by employing specific comprehension strategies, such as: – identifying and summarising main ideas (using my knowledge of text structure) – making and justifying inferences (using information that is close by in the text) – making connections between the text and my prior knowledge to interpret figurative language; | Understand how I select from and use my repertoire of comprehension strategies, which include: – making connections between my prior knowledge and the concrete examples in a text in order to understand abstract ideas in the text – locating and summarising ideas (e.g., by skimming or scanning, by identifying key words, topic sentences, and key questions, or by using subheadings) – drawing on several related items of information in order to infer ideas and information that are not directly stated in the text – evaluating and integrating ideas and information across a small range of texts; | Increasingly control a repertoire of comprehension strategies that I can use flexibly and draw on when I know I am not comprehending fully, including such strategies as: – using my prior knowledge, along with information in the text, to interpret abstract ideas, complex plots, and sophisticated themes – identifying and resolving issues arising from competing information in texts – gathering, evaluating, and synthesising information across a small range of texts – identifying and evaluating writers’ purposes and the ways in which writers use language and ideas to suit their purposes; | |||
11 | Independance | Make appropriate choices of texts for independent reading. | Read for sustained periods and sustain meaning in longer texts over time (e.g., when reading junior novels over several days); | Regularly read for sustained periods and sustain meaning over many days in longer texts (such as novels) and across a variety of texts on the same topic; | ||||||
12 | Reading Response | Can discuss my responses to a variety of texts (e.g., by evaluating the effectiveness of a particular text for a particular purpose). | Identify and reflect on writers’ purposes and on the ways in which writers use language and ideas to suit their purposes (e.g., by using vocabulary to set a scene or develop a mood). | Apply some criteria to evaluate texts (e.g., accuracy of information; presence of bias). | ||||||
13 | Print Awareness | Having all concepts about print under control;(e.g., left to write, top to bottom, letters/words/spaces/sentences.) | ||||||||
14 | Using appropriate language about books, (e.g., the terms title, author, and illustration); | |||||||||
15 | Phonemic awareness | Using my developing phonemic awareness to aurally identify and distinguish individual phonemes within words, i.e., to blend phonemes (e.g., by saying m/a/n/ is man) and to segment phonemes (e.g., by saying seat is s/ea/t/); | ||||||||
16 | Identifying all letters by name and being able to produce an associated sound for each letter; | |||||||||
17 | Word Identification | Automatically recognising many (100–200) of the high-frequency words in my instructional texts; | Automatically recognising between 300 and 500 high-frequency words in my instructional texts; | Automatically reading all high-frequency words; | ||||||
18 | Decoding | Decoding unfamiliar words by using my developing knowledge of grapheme–phoneme relationships, which enables me to: – identify common graphemes (e.g., sh, ch, ow, ai, th, oy) and produce an associated sound for each one – apply the knowledge that letters can be pronounced in different ways (e.g., about, and, apron) – apply strategies such as: sounding out words; using knowledge of graphemes (e.g., sh, aw, t, p, or); and using analogy to read words that contain familiar chunks (e.g., est, en, ump); | Decoding unfamiliar words by: – using my knowledge of grapheme–phoneme relationships to identify both consonant sounds (e.g., s, t, p, sh, th, ch, ng) and vowel sounds (e.g., e, a, o, ai, ow, igh, ou, ee) – recognising common chunks of words and making analogies to words that look similar – using my developing knowledge of morphology (such as knowledge of prefi xes and suffi xes); | Articulating and using a variety of decoding strategies appropriately when I encounter unfamiliar words (e.g., by recognising syllables within words or by applying my knowledge of regular and irregular spelling patterns); | Automatically select an appropriate decoding strategy when I encounter unknown words; | Decoding texts fluently and accurately, using a range of reliable strategies; | Decoding texts with such automaticity that I do not need to decode all words; | |||
19 | Word Structures | decoding unfamiliar words by using some knowledge of morphology (e.g., the word endings -s, -ing, and -ed); | knowing the meanings of some common prefi xes (e.g., un-, re-, in-, dis-) and suffi xes (e.g., -s, -es, -ed, -ing, -ly, -er, -less, -ful) and understanding how they affect the meanings of words; | |||||||
20 | Meaning | Applying my knowledge of vocabulary in order to understand words as I decode them and to make meaning at the sentence and whole-text level; | Finding the meanings of unknown words by using strategies such as: – rereading text to gather more information – looking for definitions in the text – using prior and subsequent information in the sentences – inferring from the illustrations; | Applying my knowledge of word families, collocations, and sentence or phrase structures to find the meanings of unknown words; | Working out the meanings of new words, using strategies such as: – applying knowledge of the meanings of most common prefixes (e.g., over-, mis-, sub-, pre-, inter-, semi-, mid-) and most common suffixes (e.g., -ist, -ity, -ty, -ion, -able/-ible, -ness, -ment) – using reference sources (e.g., dictionaries and thesauruses) to find the meanings of new words – inferring word meanings from known roots and affi es (e.g., by using the known meaning of tele- and -port to infer the meaning of teleport); | Finding and learning the meanings of unknown vocabulary by using strategies such as applying my knowledge of how words work or seeking explanations in the text or in illustrations; | working out more complex, irregular, and/or ambiguous words by using strategies such as inferring the unknown from the known; | |||
21 | working out the meanings of unfamiliar phrases and expressions (e.g., fi gures of speech) by drawing on their oral language and the context; | understanding that words and phrases can have fi gurative as well as literal meanings and that some words have different meanings depending on the context; | Using my growing academic and content-specific vocabulary to understand texts; | |||||||
22 | Language Features | Looking for information in visual language features (such as text boxes in non-fiction texts); | Using visual language features to support my understanding of the ideas and information in the text. | Interpreting illustrations, photographs, text boxes, diagrams, maps, charts, and graphs. | Interpreting metaphor, analogy, and connotative language. | |||||
23 | Punctuation and Grammar | Understanding the meaning of basic punctuation features (e.g., full stops, speech marks, and exclamation marks). | Understanding the meaning of punctuation features such as parentheses and of print features such as bold print and italics. | Understanding the purpose of basic punctuation. | Recognising basic grammatical constructions and understanding how these affect meaning; | Recognising and understanding a variety of grammatical constructions and some rhetorical patterns (e.g., cause and effect; comparing and contrasting); | ||||
24 | Text Types | Recognising the features and purposes of some common text types and using this knowledge to navigate and understand texts; | Identifying the specific language features and structures of many common continuous and non-continuous text types (including mixed text types); | Recognising and understanding the features and structures of a wide variety of continuous and non-continuous text types and text forms; | ||||||
25 | Making links across a text by recognising connectives or adverbial clauses; | |||||||||